Children’s feelings about school – Case Study from Gombak Essay

A Study of a Samplvitamin E of Children Feelings towards School in an urban country, Gombak.

Chapter 1

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Introduction

Problem Statement

In an ideal scene, immature kids should be happy to come to school. Young children’s feelings towards school are really of import as it influences the kids to come to school with a happy face. Since immature kids are guiltless and honest, they let the grownups know precisely how they feel without even believing about it. The factors that influence immature kids to come to school are teacher-child relationship ; peer relationship ; lessons and events conducted by instructors. Parents presents are to the full cognizant that early childhood instruction is really of import in their child’s life. It is cardinal for a kid to hold a strong foundation prior to their formal instruction. In order for them to inscribe their kids in the best instruction topographic point, they hunt all over the topographic points. Unfortunately, many of them think that merely well-equipped environment plays an of import function for the kids to travel to school. If we continue to believe that a well-equipped environment influences the kids to come to school, we will ne’er understand the larger inquiry of why the kids like to come to school. In order to find the most conducive factor that influences immature kids to come to school, a ‘Me and My School Scale’ will be given to a sample of immature kids.

The Purpose Statement

The intent of this survey is to find the most conducive factors among teacher-child relationship ; peer relationship ; lessons and events conducted by the instructor that influences immature kids to come to school in an urban country, Gombak.

Research Questions

Does teacher-child relationship influence immature kids to come to school?

Does peer relationship influences immature kids to come to school?

Does lessons and events conducted by the instructors influence immature kids to come to school?

Which is the most contribution factor that influences immature kids to come to school?

Are there any differences in the part factors that influence immature kids to come to school?

Hypothesiss

There is a relationship among teacher-child relationship ; peer relationship ; and activities and lessons conducted by the instructor which influence immature kids to come to school.

Research Aims

To look into teacher-child relationship influence immature kids to come to school.

To look into equal relationship influences immature kids to come to school.

To look into lessons and event conducted by the instructors influence immature kids to come to school.

To analyze the most contribution factor that influences immature kids to come to school.

To analyze the differences in the part factors that influence immature kids to come to school.

Chapter 2

LITERATURE REVIEW

Harmonizing to National Association for the Education of Young Children, school is a clip for kids to spread out their love of larning, their general cognition, their ability to acquire along with others and their involvement in making out the universe. It is of import to guarantee that immature kids experience happy to come to school. Children should turn to their school as a topographic point where they thirstily looking frontward to travel to alternatively of forced to travel. The chief factors that influence immature kids to come to school are teacher-child relationship ; peer relationship ; lessons and events conducted by instructors.

Teacher-child relationship

Positive teacher-child relationships evidenced by instructors ‘ studies of low struggle, a high grade of intimacy and support, and small dependence have been shown to back up kids accommodation to school, contribute to their societal accomplishments, promoteacademic public presentation, and surrogate kids ‘s resilience in academic public presentation ( Battistich, Schaps, & A ; Wilson, 2004 ; Birch & A ; Ladd, 1997 ; Hamre & A ; Pianta, 2001 ) . Harmonizing to Birch & A ; Ladd ( 1997 ) and Klem & A ; Connell ( 2004 ) , instructors who experience close relationships with kids stated that their kids were happy to come to school, appeared more autonomous, more concerted and more engaged in larning. Children wishing school more and sing less loneliness if they had a close relationship with their instructors. Children with better teacher-student relationships besides showed better public presentation on steps of academic public presentation and school preparedness ( Birch & A ; Ladd, 1997 ) .

The quality of early teacher-child relationships has a durable impact. Specifically, kids who had more struggles with their instructors or showed more dependence toward their instructors in kindergarten besides had lower academic and more behavioral job which were proven by a study conducted by Hamre & A ; Pianta in the twelvemonth 2001. In add-on, Berry and O’Connor ( 2009 ) describes that kids with more intimacy and less struggle with instructors developed better societal accomplishments.

There are two of import theories in the teacher-children relationship which are Attachment Theory and Self-System Theory. First, Attachment theory explains how kids use their positive relationship with grownups to form their experiences ( Bowlby, 1969 ) . This shows that kids view their instructor as a ‘secure base’ to research the schoolroom environment. It is besides makes the kids feel safe when doing errors and experience more comfy accepting the academic challenges.

The 2nd theory which closely related to this factor is Self-system theory. It emphasizes the importance of pupils ‘ motive and by making so, explains the importance of teacher-child relationships ( Connell & A ; Wellborn, 1991 ; Harter, in imperativeness ; McCombs, 1986 ) . Children come to the school with three basic psychological demands viz. competency, liberty and relatedness. All of these demands can be met in a schoolroom through kids ‘s interactions with instructors and with the acquisition environment ( Deci & A ; Ryan, 2002 ) . Positive teacher-child relationships help pupils run into these demands. Teachers offer feedback to kids to back up their feelings of competency. Teachers who know their kids ‘s involvements and penchants and demo respect and regard for these single differences bolster kids ‘s feelings of liberty. Teachers who set up a personal and caring relationship and Foster positive societal interactions meet their pupils ‘ demands for relatedness or societal connexion to school which finally will do them bask coming to school

Peer relationship

Peoples frequently hear this phrase ‘I have no friends and I’m non traveling to school’ . Surveies have found that equal credence as a factor in the procedure of school accommodation in the early old ages of schooling. Children’s equal credence in kindergarten predicted alterations in schoolroom battle followed by academic and emotional accommodation. Peer rejection to children’s accommodation was partly mediated through the procedure of equal ill-treatment and decreased schoolroom battle ( Buhs & A ; Ladd, 2001 ) . This shows that it is of import to hold positive equals credence among kids which finally will do them experience comfy and happy to come to school.

Friends are critical to children’s healthy development. Research has found that kids who lack of friends can endure from emotional and mental troubles later in life. Friendship provides kids with more than merely merriment playfellows. Friendships aid kids develop emotionally and morally ( Ferrer & A ; Fugate, 2014 ) . Children learn many societal accomplishments such as how to pass on, collaborate, and work out jobs by interacting with friends. They pattern commanding their emotions and reacting to the emotions of others. They develop the ability to believe through and negociate different state of affairss that arise in their relationships. Having friends even affects kids ‘s school public presentation. Children tend to hold better attitudes about school and larning when they have friends at that place. In short, kids benefit greatly from holding friends.

Positive equal relationships have a broad scope of benefits for kids as they develop, every bit good as for their hereafter ( Gilford-Smith & A ; Brownell, 2005 ) . Hay ( 2005 ) stated that kids who could prosecute in complex drama with equals as yearlings went on to be more competent in covering with other kids in the preschool old ages and in in-between childhood. Nevertheless, kids with debatable equal dealingss may hold negative experiences as they transition to school, which can so impact negatively on their academic success.

Lessons and Events

School course of study includes lessons ; one-year events ; bite clip ; and single and group activities. Developmentally appropriate schoolrooms encourage the growing of kids ‘s self-pride, their cultural individualities, their independency and their single strengths. The kids will go on to develop and command their ain behavior through the counsel and support of warm, caring grownups. At this phase, kids are already eager to larn and possess an unconditioned wonder. Teachers with a strong background in early childhood instruction and kid development can outdo provide for kids what they need to turn physically, emotionally, and intellectually. National Association for the Education of Young Children suggested 10 marks of a good school schoolroom and the chief seven points that influences kids to come to school are the list below:

  1. Childs are playing and working with stuffs or other kids. They are non aimlessly rolling or forced to sit softly for long periods of clip.
  2. Childs have entree to assorted activities throughout the twenty-four hours, such as block edifice, pretend drama, picturebooks, pigments and otherartmaterials, and table playthings such as Legos, pegboards, and mystifiers. Childs are non all making the same things at the same clip.
  3. Teachers work with single kids, little groups, and the whole group at different times during the twenty-four hours. They do non pass clip merely with the full group.
  4. Children learn Numberss and the alphabet in the context of their mundane experiences. Researching the natural universe of workss and animate beings, cookery, taking attending, and functioning bite are all meaningful activities to kids.
  5. Children work on undertakings and have long periods of clip ( at least one hr ) to play and research. Filling out worksheets should non be their primary activity.
  6. Children have an chance to play outside every twenty-four hours that conditions permits. This drama is ne’er sacrificed for more instructional clip.
  7. Curriculum is adapted for those who are in front every bit good as those who need extra aid. Because kids differ in experiences and background, they do non larn the same things at the same clip in the same manner.